Abstract
This descriptive correlational study was conducted to determine if the TLE field of specialization-related variables significantly predicts the TLE performances of Grade 7 students at Manuel S. Enverga Memorial School of Arts and Trades in Mauban, Province of Quezon during the 2022-2023 academic year. Purposive sampling was used to select 120 students, and data was gathered through a survey questionnaire and teacher-made tests. Statistical tools such as frequency, percentage, mean, standard deviation, and regression analysis were utilized to analyze the collected data. The findings revealed that most female respondents belong to the below 5000 and 5001-15000 family income brackets. They are strongly interested in the subject and display positive attitudes toward learning. They perceive their teachers as skilled and motivating and find the facilities and equipment in good condition. They also express confidence in their employability skills. Furthermore, their TLE performance demonstrates excellence in cognitive skills within the Food Trades specialization and outstanding technical skills in the Beauty Care specialization. Regression analysis further reveals that the TLE field of specialization-related variables significantly predicts students' cognitive and technical skills performances. The best predictors of cognitive skills are teachers' competence and employability, while students' attitudes and teachers' competence are the best predictors of technical skills. The study recommends addressing the needs of female students from low-income families in TLE education through scholarships and mentorship programs. The study suggests promoting positive attitudes, teacher professional development, providing resources, and encouraging collaboration to improve TLE learning. Advanced training and practical experiences in Food Trade and Beauty Care specializations are recommended for enhanced TLE performance. Lastly, teachers' competence and employability are emphasized for enhancing students' cognitive skills, thus, calling for continuous professional development and a supportive environment.
